A second-year undergraduate self-directed learning project has previously been ranked relatively low by students, and was recognised as requiring additional support strategies to assist students to develop teamwork and independent learning skills. This paper reports on interventions made to the teaching strategies, and the results of an evaluation project aimed at determining the effectiveness of the new support mechanisms. Key findings were the outcome of re-introducing the input of teaching staff to inform and respond to student querries in the classroom, as one method of improving feedback to students and increasing motivation, and of introducing structured activities on groupwork early in semester, to assist students in forming teams, negotiating roles and improving self awareness and taking responsibility for their learning by reflection. This paper also investigates the applicability of the new learning model in developing and demonstrating employability skills of students in a classroom environment.